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Making the child free of fear, trauma and anxiety and helping the Child to express
views freely.
academic activities as per the section 29 (1) of RTE Act. Following are the proposed
academic activities to be taken up by the SCERT.
of assessment should be same as per learning and teaching. The assessment tasks may be
similar to learning tasks. If evaluation is seen as an integral part built into the teaching
learning process it will become continuous like both teaching and learning. When
evaluation is subsumed into teaching learning, learners will not pursue and tests and
examinations with fear. Therefore, CCE will leads to diagnosis, remediation and
enhancement of learning. Assessment is the collected evidence of learners progress in
the learning process and informed to them and their parents.
Continuous Comprehensive Evaluation includes both Scholastic and co-scholastic
areas and now treated them as curricular areas which reflects the holistic development of
the learner. Continuous evaluation reveals the strengths and weakness of learners more
frequently and it is a feedback to the children and teachers for improvement.
CCE is a school based evaluation covering all the aspects of learners growth and
development. The main aim is to find out how far the curricular objectives were
achieved.
Assessment: Existing Perspectives
What is CCE?
CCE refers to a system of school based assessment that covers all aspects of
students development.
It emphasizes two fold objectives
1. Continuity in evaluation and assessment of broad based learning
2. Behavioral outcomes
CCE comprises three areas
a) continuous
b) comprehensive
c) evaluation
Continuous - Assessment is regular and periodical. Evaluation of students growth
and development is continuous process rather than an event, built into the total
teaching learning process and spread over the entire span of academic session. It
means regularity of assessment, frequency of testing, diagnosis of learning gaps,
use of corrective measures, retesting and feedback of evidences to teachers and
students for their self evaluation.
What is to be Assessed
We try to find out the development of child in his / her physical, social, cognitive,
scholastic and emotional realms. If we approach assessment keeping these in mind
assessment will become holistic. Thus the educational system of the state will get
feedback how far the on the purpose of the school is achieved and how far the staff
successful in imparting education to the pupil. The total feed back on childs learning
includes:
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Grade
A Grade
B Grade
C Grade
The grading will be absolute based on performance against each indicators and
grade never will be on marks.
Directly grades will be allocated based on the performance.
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Every subject posses certain academic standards which reflects nature of the
subject and every student expected to achieve the expected competency.
Subject specific grade will be decided based on the nature of grades obtained in
different competencies in the subject. Eg: there are about seven academic
standards in languages. If a child achieves A grade in five and above
competencies out of seven he / she may be given A grade in the subject. If the
child achieves C grade in four and above competencies he / she may be graded
as C and all remaining combinations leads to get B grade.
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Eg:
Sl.
No.
1
Subject
Languages
No. of
Academic
Standards
7
A - Grade
B - Grade
If a child
scores A
grade in five
above
standards.
Any
combination
other than
A & C
grade
specifications
C - Grade
The child
scores C
grade in
four and
above
standards
A cumulative achievement record at two levels will be used i.e., a) for primary
(1-V classes) and b) Upper Primary (VI-VIII) (enclosed as annexure).
Teachers Responsibilities:
Developing test papers on their own.
Keeping the evidences of children progress while recording for formative
assessments.
Valuation of answer scripts of base line and summative assessment and keep
record for the entire academic year.
The children progress after every formative and summative shall be informed and
shared to the parents as per RTE Act section ..
Conduct of remedial instruction for the children do not show progress as found
during formative and summative. Assessment is for improving the children
performance and assessment provides feedback for such action.
Maintenance class wise / Subject wise CCE register.
Maintenance of children cumulative achievement record.
The class teacher is responsible for teaching of regular subjects and as well as
other creative areas as a part of regular curriculum.
HMs Responsibilities
Distribution of class and subject responsibilities among teachers
Ensure proper teaching learning process for all the curricular areas as per the time
table.
Conduct of records and registers by the teachers
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Monitoring and cross check the records and evidences for recording for
assessments.
Conduct of reviews and see the progress over base line and plan for remedial
teaching.
Ensure for the development of teacher made test papers and not allow test papers
outside agencies / purchasing.
Ensure proper valuation of children note books, assignments, projects, answer
scripts etc.,
Ensure for writing teacher diaries which includes planning and reflection
separately.
Furnishing children performance record to the MEOs / Dy. E.O.
Convening SMC meeting after every formative and summative assessment and
share the children progress.
The MRPs and School Complex HMs are responsible for the schools attached to
them for the implementation CCE and ensure items of responsibilities of teachers
and HMs. Identifying schools of best performance and least performance and
share the same during the review meeting at various levels. Record observations
such as strengths and weaknesses and suggestions in the academic guidance
register.
School Complexes and DIETs / CTEs / IASEs They are responsible for
providing academic support to the schools and monitoring staff for the
implementation of CCE. The formative and summative assessments, nature of test
items, recording procedures, remedial teaching must be discussed as a part of
agenda for Primary and Upper Primary school complex meetings. Teaching plans
shall be discussed and developed during complex meetings.
The DIET / CTE / IASE staff shall observe the implementation of CCE and plan
for the overcoming the gaps. Appropriate trainings may be conceptualized for
effective implantation of CCE. Their observation may be shared during mandal
and district level review meetings. Research studies shall be conducted for
improving the situation. Subject wise forums may be developed by identifying
effective and committed teachers and develop appropriate test items, questions
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banks, teaching plans etc., through workshops. The same be discussed and used
during school complex meetings. The financial assistance for the above academic
activities, workshops, material development etc., will be from SSA and RMSA.
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Planning and inviting the SMC members and parents to the meeting.
Informing the children learning progress to the parents and SMC members.
Developing question papers and conducting the periodic assessment both
formative and summative.
Teachers not to leave school during school hours and not to abstained from
schools without government orders.
Maintenance of Teacher dairy reflecting planning and reflection.
Researches and studies
Basically Headmasters are also teachers and they must take atleast two periods of
a regular subject concerned in case of high schools and the headmasters in case of
other schools must take responsibility of a class / subject.
b) Teaching Learning Process
d) Children Performance
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Assess the learning ability of each child and accordingly supplement additional
instruction required if any.
Hold regular meetings with parents and guardians and apprise them about the
attendance and learning achievement.
No child shall be excluded or repeated in the same class in the name of nonperformance.
Accountable for achieving subject wise academic standards according to SCF2011.
Eg: Languages: Listening & Speaking
Reading Comprehension
Self Writing
Creative expression
Vocabulary
Language items
Appreciation
Attaining subject specific competencies in all other subjects / curricular areas as
above.
All children should achieve standards (except M.R/ children with special needs).
Incentives / recognition may be given to teachers for 80% and above achievement
levels.
g)
Disciplinary action for default in achieving performance among children and shall
liable to disciplinary action under the service rules applicable.
System level generation of appreciation / explanation based on the data.
5% external check should be done at the district level annually.
System level accountability towards teachers performance and quality
classroom process, children performance
Headmaster:
Headmaster is accountable towards performing duties by all teachers as
mentioned above.
HM has to conduct monthly review meetings and record the progress on children
learning achievement and record the status and suggestions in the minutes book.
Focus on the follow up action on the suggestions made in the academic register by
the monitoring staff.
Organize SMC meetings as per the schedule and see that every teacher share the
children performance with parents and SMC members.
Focus on the implementation of CCE and other RTE related quality initiatives.
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Upper Primary
220
2. School working hours (Instructional hours i.e. engaging children in learning tasks
/ activities)
Primary
Upper Primary
High schools
800
1000
1000
The above hours are instructional basically focusing on subject specific teaching
learning processes with 100% interaction and children engagement. The rest must be
towards remedial teaching, teacher preparation, other creative activities.
Weekly hours (instructional and preparation)
Primary
45 hours (7 hours daily)
School timings - Primary
First Bell
8.45 a.m.
Second Bell
8.50 a.m.
School Assembly
8.45 a.m.
Second Bell
8.50 a.m.
School Assembly
Morning Session
Lunch
8.45 a.m.
Second Bell
8.50 a.m.
School Assembly
Morning Session
Lunch
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Primary I - V:
Sl. No.
1
2
3
4
5
4
5
6
7
Subject
First Language
English
Mathematics
Environmental Studies
Physical and Health Education
Art and Craft
Music and Dance
Ethics and Value Education
Work Education
TOTAL
Upper Primary VI - VII:
Sl. No.
Subject
1
First Language
2
Second Language
3
Third Language
4
Mathematics
5
Science
4
Social Studies
5
Physical and Health Education
6
Art and Craft
7
Music and Dance
8
Ethics and Value Education
9
Work Education
10
Computer Education
TOTAL
High School VIII - X:
Sl. No.
1
2
3
4
5
4
5
6
7
8
9
10
11
Subject
First Language
Second Language
Third Language
Mathematics
Physical Science
Biological Science
Social Studies
Physical and Health Education
Art and Craft
Music and Dance
Ethics and Value Education
Work Education
Computer Education
TOTAL
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Note: Equal weightage may be given for instruction and practice. Eg: if 8 periods are provided
for mathematics per week four periods may be for instruction followed by four periods
for practice in presence of teachers. It is preferable to provide two periods continuously
i.e., one for teaching followed by the next period for practice. So that the teacher can
ensure achievement of subject wise concepts. It also helps for remedial instruction and
support to the children who need more support.
Implementation Indicators
Maintaining regularity and punctuality in attending schools
Conduct and complete the curriculum duly following child friendly and child
centered methods
Display of class wise time table showing the subject weightages and timings as
above.
Teaching learning as per the timetable.
Availability and display of teacher wise time table.
Maintenance of registers for alternative arrangement of teachers in case of teacher
on leave or absent.
Teacher preparation and correction of notebooks during leisure periods.
Teacher should posses one set of textbooks syllabus copies of all subjects taught
by him, training modules provided since last five years.
Teacher dairy reflecting planning and reflection
CCE register
Minimum required reference books, dictionaries, magazines, puzzles, Academic
Guidance Register etc.,
Effective utilization of lab equipment, computers, internet and other TLM
available in the school.
Duties of Headmasters
HM has to monitor the implementation of 220 working days and daily schedule /
time table with special reference to school assembly.
Alternative arrangements in case of teacher absenteeism
Effective utilization school library Maintenance of class wise issue register
Identification local artisans, artists and others for instructions in the concerned
areas.
Effective utilization of Computer and Internet facility.
Conduct of festivals, school days and other special programmes
Keeping the school clean and green and maintenance of plants and trees.
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5. Making the child free of fear, trauma and anxiety and helping the child to
express use freely.
Human child is blessed with immense potentialities and he / she is not a clean
slate. We are providing various opportunities to bring out the best in him or her. It is the
potential hidden in the child that has to be brought out. Children are inquisit, joyful and
gift of god. If a child does anything wrong it does not mean child is not disciplined.
Every type of punishment in the name of discipline leads to some scare in the mind from
conscious to unconscious and remain recorded in the mind. Punishment cannot solve any
problem only love can bring student and teacher together. Children should not branded as
who, un intelligent, criminal etc.,
Children face of learning is vary and differ from one other. Every individual is
different. Punishment abuse creates low self esteem among children. The teachers
professional duty is to understand them and their emotional problems and teat the child
love, affection. Appreciation gives emotional support to the child.
Understanding the children background and their issues need to be understood by
maintaining personal relationship and trusting the children. The teacher pupil
relationships are the basic to address the children issues. Need for unconditional
acceptance of a child for what he/she is is most important. Once an intimacy develops
and grows between the child and teachers the child feels free to share his/her problems.
This helps in reducing childrens stress and make them feel reassured.
The teachers beliefs system on the present practice of discipline and punishment
need to be addressed. Some teachers field functionaries and parents believe that
punishment and strict discipline keep the child in order. Children basically are inquisitive
and try to explore various things and never sit silently hour together in the classroom.
They learn through participation, engaging in the work, observations and much less from
listening and reading from the text especially at elementary stage. This type of pedagogy
gives space for children to engage in challenging tasks and solve the problems.
Children become restless, feel fear, tension and anxiety when they sit hours
together in the classroom without meaningful engagement in challenging tasks. There is
too much expectations on children performance from teachers and parents. The
examinations become memory oriented and insistence on fixed answers and it is very
difficult to memorize large text and reproduce as it is in the examinations. Which is
uncreative and meaningless and never involves thinking on the part of the children. The
curriculum which includes creative activities like Art Education, Drawing, Singing,
Games and Sports never implemented in the schools as expected. There is less scope for
children for interaction in the classrooms and express their ideas with freedom. Routine
copying from text and silent reading of question answers is the major activity found in
schools. Lack of trust, care and love.
Thus in many instances indiscipline is induced by teachers and school system
itself.
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Most of the children at elementary stage lack basic competencies in literacy and
numerous do not participate in learning and this idleness creates lot of unrest and they
switched over to other activities are simply become irregular to the schools. Long study
hours and extended school timings and attending on holidays in most of the private
schools also makes children distressed and tension. Attending tuitions in the evening
hours in the place of paying games and sports with friends may leads to unrest and
uncreative.
Children have basic rights such as Right to survival, Right to protection, Right to
participation, Right to development.
As per RTE Act 2009 (17.1) no child shall be subjected to physical punishment
or mental harassment. When ever contravings the provisions of sub section (1) shall be
liable to disciplinary action under the service rules applicable such person.
Lot of discrimination is being practiced in the name of Caste, Gender which need
to be addressed and one should see that every child shall complete elementary education
with proper standards.
Though we no that there is no use that physical punishment and leads to several
serious consequences the teachers and parents practicing the punishment. Children do not
aware that the rights are not being protected. Though the punishment and abuse, causes
much pain and feeling the children are unable to complaint. Physical punishment never
leads to good outcomes. It does more harm then good. The tender minds leads to negative
impact. This leads to low self esteem and children understand that every problem will
solved through violence. This is how society is becoming violent through such
nourishment.
Following are the action point for making the child free of fear, trauma and
anxiety and helping the child to express views freely.
1.
2.
Making schools as corporal punishment and child abuse free and declare
3.
4.
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5.
Sensitization and awareness to the parents through SMCs and media on the
consequences on the practice of physical and mental punishments, discrimination,
abuses etc.
6.
Monitor the functional aspects of the school- children and teacher absenteeism
Prepare and monitor school Development Plan
Monitor the utilisation of the various grants
Monitor the quality of children learning performance. Conduct child performance
demo.
5. Monitor the norms and standards prescribed for the school.
6. Monitor the childrens entitlements mid day meals, uniforms, textbooks, notebooks,
writing material , other incentives being provided under RTE etc.,
Why SMCs are not happening regularly?
Improper timings, lack of interest among teachers, lack of in time intimation, lack of
welcoming nature..
How to attract parents to SMCs ?
Providing positive feedback on their children performance and offering warm welcome
to the parents and members personal invitation to parents displaying the children
products and works demonstration of childrens academic / cultural performance
convenient timings to the parents. preference to mother parent Information /
invitation through phones / letters / directly talk to the parents.- SMCs through cluster
level coordinator and self help group leaders. discussion in the staff meeting on the
proposed SMC and planning.
FREQUENCY OF MEETINGS
Monthly
PTA after BL, S1 & S2 (June, October, April)
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5. TLM
Charts
Maps
A.V. Aids
Science equipment
6. School Library:
Books
Storage material
Issue of books
7. Teacher requirements
8. Utilization of the grants
9. Curriculum implementation
Syllabus completion, all curricular areas
Annual and unit plans
School calendar - SMC meetings, PTA meetings, Progress cards
distribution, school level competition, assessment dates, schools festivals
and annual day
Remedial /special trainings
Building up of academic resources
Capacity building and professional development of teachers.
10. Monitoring and reviewing of the SDP implementation
11. Innovations and appreciations
12. Financial resource mobilization
13. children entitlements: id day meals, textbooks, uniform etc.,
A separate teacher handbook is being developed on this item based on the above
points.
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